Kindergarten Administration Manual And Scoring Guide Kindergarten Administration Manual and Scoring Guide Page 19
Page 20 Kindergarten Administration Manual and Scoring Guide
Kindergarten Assessment Component Introduction The Kindergarten Assessment in Mathematics, one component of the Grades K and 1 and 2 Assessment, is designed to help teachers provide information that will give insight into students performance on tasks appropriate for Kindergarten. The Kindergarten Assessment is composed of tasks which should be familiar to students. Overview of Kindergarten Assessment in Mathematics The Kindergarten Assessment in Mathematics is a series of activities based on the five strands for mathematics from the North Carolina Standard Course of Study for Kindergarten: Number and Operations Measurement Geometry Data Analysis and Probability Algebra. The activities of this assessment are appropriate for all Kindergarten classrooms. The administration of the assessment is flexible. The recommendation is that the administration occur throughout the school year and during the last month of school. The assessment will be scored locally according to the guides included with each performance task. Since the activities are similar to tasks the students will be doing throughout the year, students should not feel pressure to perform differently from their regular class performance. The fact that students are working independently rather than cooperatively should be the only clue to classroom visitors that the tasks are part of an assessment program. In addition to the performance on these assessment tasks, teachers and students should assemble samples of students work which will help document the teachers evaluation on the Kindergarten Profiles and local record keeping instruments. Kindergarten Administration Manual and Scoring Guide Page 21
Student Mathematics Assessment Book Assessment Materials The performance tasks included here are designed to mirror the hands-on mathematics lessons that students should be experiencing throughout the year. Choose specific tasks to complete with students during the regular mathematics classroom time. There should be no time limits placed upon students for completing tasks. Use your good professional judgment when providing time for students to complete tasks. Materials for Performance Tasks A list of materials needed is listed at the beginning of each task. Most of the materials include things used in everyday mathematics lessons. For some tasks, blackline masters have been provided for duplication. Scheduling Kindergarten Assessments In preparing to use these assessments teachers and administrators should prepare a pacing guide to determine the order in which the objectives will be taught and when in the academic year it is appropriate to assess particular objectives. Then consult the list of performance assessments on pages 26 and 27 and choose those deemed most appropriate. Teachers will note that many of the tasks assess more than one objective and do so in a variety of ways. These materials are aligned with the North Carolina Standard Course of Study and may be adopted or modified as appropriate for individual school districts. As you use them with students, add to and adapt the materials in order to make them useful for each school s unique situation. The North Carolina Department of Instruction appreciates any suggestions and feedback which will help improve upon this resource. Options for Providing Additional Materials to Students Provide additional materials which students use during regular mathematics lessons. These materials may include, but are not limited to, teddy bear or any other kind of counters, connecting cubes, base ten materials, pattern blocks, Relationshapes, tangrams, attribute blocks, number tiles, play money, hundred boards, number lines, calendars, square-inch tiles, crayons, grid paper, rulers, playdough, spheres, cubes, pencils and paper. These materials can be provided in several ways. Place the additional materials in individual student bags or boxes; Place the additional materials in one location and allow the students to obtain the materials at the appropriate time or when they choose to use them; or Place the additional materials at each student desk. Page 22 Kindergarten Administration Manual and Scoring Guide
Assessment Models Administering the Assessment Centers or Stations (Groups): These models allow students in the same room to be working on different items at the same time. The teacher establishes centers or stations containing the needed materials. Throughout the assessment, students may rotate from center to center. After reading the directions to students at one center, the teacher would move to the next center and read a different set of directions. Whole Class: The teacher reads the directions aloud to the entire class and all students complete the task. The teacher needs to provide an adequate number of materials for each student in the class to use during the assessment. Combination: The teacher uses the whole class model for some items and groups for others. Group Directions and Moving to Centers: After reading directions to the entire class, the teacher directs the students to move to different centers. The teacher reads all directions and questions aloud, except as noted. Students work on their own. The teacher can reread them as many times as necessary but not coach or show a student how to answer an item. Preparing Students Because the activities in the mathematics assessment should be similar to hands-on lessons and pencil and paper tasks that students have been experiencing throughout the year, no special preparation for students is necessary. Students should have a relaxed atmosphere in which to do the tasks. Monitoring Students at Work While students are working, make notes as needed about the manner in which students accomplish tasks. For example, do students work with confidence on all of the tasks or are there some aspects that seem more difficult? Which ones? Can you determine why and make notes for adjustments next time this happens? Find out as much as possible about what students are thinking and how they go about working on tasks. As you circulate, ask additional questions to learn as much as possible about students thinking. Make notes about students responses. For example, you might say, Tell me about the picture you have drawn. or What are you doing with the counters? or Why does that make sense to you? Discussions with students offer rich information about students understandings. Kindergarten Administration Manual and Scoring Guide Page 23
Students Who Finish Early Plan for students who finish early. Provide a variety of materials such as tangrams or Relationshapes puzzles, trade books or games from the Mathematics Strategies books for students who complete the mathematics tasks before the other students. General Directions You can administer the tasks in a sequence that best fits your teaching/learning environment. The tasks do not need to be administered in the order presented. Read and clarify task directions but do not provide specific assistance with answering tasks. It is important that each student complete his or her own work without assistance in order for scores to reflect the student s performance. When assessing students, they will be engaged in tasks much like those used during everyday mathematics instruction. The difference will be in your response to student behavior. You are gathering information about students understandings and withholding for the moment any coaching or questions that will lead students to further understandings. When students ask What does this mean? or say I don t get it, simply reread the directions and say I can t help you now, do the best you can. Page 24 Kindergarten Administration Manual and Scoring Guide
Assessment Scoring Guide These assessment tasks will provide part of the evidence of students independent work and will be included with other information you have gathered about the student. These assessments are not intended to provide a complete picture of a student s mathematics understandings. When determining student performance levels and marking student profiles, these assessments and additional student products and anecdotal information will need to be combined. Performance Levels Level IV Students at this level consistently perform in a manner that is clearly beyond the grade level requirements and expectations. With teacher support they apply knowledge from one content area to another and frequently exhibit proficiency with goals and objectives from the next grade level. They work independently in performing tasks that are at a higher level of difficulty and integrate personal experience with the task at hand. They demonstrate superior and consistent mastery of grade-level subject matter, seeking assistance when necessary, making critical judgments and giving thorough answers that indicate careful thought. Level III Students at this level consistently demonstrate mastery of grade level concepts and skills. They are able to apply processes accurately, integrating procedural and conceptual understandings. By the end of the year they work independently and successfully with grade-level subject matter. After appropriate instruction, they require minimal assistance and exhibit confidence in solving problems and drawing reasonable conclusions appropriate to kindergarten. They are well prepared for grade one. Level II Students performing at this level demonstrate inconsistent mastery of knowledge and skills. While they exhibit some evidence of skills and processes, they frequently have difficulty applying these in non-routine or unfamiliar situations. Students at this level may demonstrate achievement of goals and objectives from previous grade levels but exhibit uneven performance of on-grade-level tasks. At times they require teacher guidance to achieve success. They may grasp over-all meanings but do not use related details. These students are minimally prepared to be successful in grade one. Level I Students performing at this level frequently need a great deal of individual attention and guidance to be successful in any academic task. They do not exhibit sufficient mastery of kindergarten knowledge and skills to successfully complete most assignments. Their performance tends to be uneven and often incomplete. These students tend to use bits and pieces of information without differentiating what is essential to a task or situation. These students may not be prepared to be successful in grade one. Kindergarten Administration Manual and Scoring Guide Page 25
Objectives 1.01 Performance Assessment Inventory Performance Task Materials Rote Counting (p. 32) none Additional Observable Assessment Objectives 1.01a 1-1 Correspondence (p. 33) ten counters, cubes or other counting materials 1.01b, 1.01c, 1.01g 1.01a, 1.01b, 1.01c Reading and Writing Numerals (p. 35) counting sets - Blackline Counting Cards 1.01g 1.01d More, Less, or Equal (p.41) five small tubs, 40 counters - Blackline More, Less, Equal 1.01a, 1.01b, 1.01g 1.01d Comparing Trains (p. 44) conneting cube trains 1.01a, 1.01b 1.01e We Line Up (p.47) none 1.01b 1.01e Bears Line Up (p. 49) teddy bear counters 1.01b 1.01f Estimating ((p51) Zippy bags, cubes 1.01a, 1.01b, 1.01c, 1.01g 1.01g Number Sets to Ten (p. 53) Blackline Number Sets to Ten and Numeral Cards 1.01a, 1.01b, 1.01c 1.02 Sharing Equally (p. 56) two pieces of paper or 2 paper plates; 20 counters or other counting materials 1.01a, 1.01b, 1.01d, 1.01g 2.01 Alike and Different collection of objects such as plastic toys, shells, buttons, keys 5.01 2.01 Comparing Attributes (p. 91) two stuffed animals, connecting cubes 5.01 Page 26 Kindergarten Administration Manual and Scoring Guide
Objectives 2.02 Performance Task Calendar (p. 63) Materials none Additional Observable Assessment Objectives 5.02 3.01 Shapes (p.69) Attribute blocks, Relationshapes or shapes cut from Blackline - Shapes I, clay, toothpicks, marsmallows, gumdrops, craft sticks, yarn, geoboards, rubber bands, aluminum foil, playdough, for making shapes 1.01a, 2.01, 3.02 3.02 Likenesses and Differences - Plane Figures (p. 72) Blackline - Shapes II 1.01a, 2.01, 3.01 3.03 Positional Words (p. 74) block, open container none 3.04 Oh Hexagon! (p. 77) Blackline - Hexagon Work Mat pattern blocks 1.01b, 2.01, 3.01, 3.02, 3.03 5.01 Attribute Sorting (p. 81) a collection of objects, i.e. shells, plastic toys, keys, buttons 1.0b, 1.01e, 2.01, 3.02 5.02 Creating Patterns (p.83) connecting cubes, Blackline - Connecting Cubes 1.01b, 1.01e, 2.01, 3.03, 5.01 NOTE: To make optimum use of these tasks consider other materials you might use that would provide additional information. The Week-by-Week Essentials are an excellent source of supplementary tasks. Use these tasks in later months to assess those objectives that were not completed earlier in the year. Kindergarten Administration Manual and Scoring Guide Page 27
NUMBER AND OPERATIONS 1st Q 2nd Q 3rd Q 4th Q COMPETENCY GOAL 1: The learner will recognize, model, and write whole numbers through 30. 1.01 Develop number sense for whole numbers through 30. a) Connect model, number word (orally), and number, using a variety of representations. b) Count objects in a set. c) Read and write numerals. d) Compare and order sets and numbers. e) Use ordinals (1st-10th). f) Estimate quantities fewer than or equal to 10. g) Recognize equivalence in sets and numbers 1-10. 1.02 Share equally (divide) between two people; explain. 1.03 Solve problems and share solutions to problems in small groups. MEASUREMENT COMPETENCY GOAL 2: The learner will explore concepts of measurement. 2.01 Compare attributes of two objects using appropriate vocabulary (color, weight, height, width, length, texture). 2.02 Recognize concepts of calendar time using appropriate vocabulary (days of the week, months of the year, seasons). Page 28 Kindergarten Administration Manual and Scoring Guide
GEOMETRY 1st Q 2nd Q 3rd Q 4th Q COMPETENCY GOAL 3: The learner will explore concepts of geometry. 3.01 Identify, build, draw, and name triangles, rectangles, and circles; identify, build, and name spheres and cubes. 3.02 Compare geometric shapes (identify likenesses and differences). 3.03 Model and use directional and positional vocabulary. 3.04 Complete simple spatial visualization tasks and puzzles. DATA ANALYSIS AND PROBABILITY COMPETENCY GOAL 4: The learner will collect, organize and display data. 4.01 Collect and organize data as a group activity. 4.02 Display and describe data with concrete and pictorial graphs as a group activity. ALGEBRA COMPETENCY GOAL 5: The learner will model simple patterns and sort objects. 5.01 Sort and classify objects by one attribute. 5.02 Create and extend patterns with actions, words, and objects. Kindergarten Administration Manual and Scoring Guide Page 29
Page 30 Kindergarten Administration Manual and Scoring Guide